effect of flipped vs. nonflipped method on iranian high school efl students’ motivation: an l2 motivational self-system perspective

The spread of the corona virus all over the world resulted in vast changes in the world, and education systems, including education system in iran, met some changes, too, to help teachers teach effectively and keep students’ motivation. in line with this perspective, shad platform was introduced in high schools. this sequential explanatory mixed-method study looked into the effectiveness of the shad-based flipped classroom, as compared with the traditional nonflipped classroom, regarding l2 motivation of iranian high school students (ideal l2 self, ought-to l2 self, and l2 learning experience) on the basis of dörnyei’s l2 motivational self system (l2mss). to this end, 94 male efl students from four intact classes at the second grade in a high school were selected via non-probability sampling procedure. they were randomly assigned to two groups: the experimental group, comprising two classes, for which the flipped method was used via shad platform, and the control group, comprising two classes, for which the traditional mainstream teacher-fronted method was used. they were asked to respond to a l2mss questionnaire before and after instruction. moreover, 25 flipped-group participants were interviewed in the posttest phase to explore their views regarding the flipped learning classroom. ancova data analysis revelated a significant difference between the two groups, with a higher l2mss motivation for the experimental group. also, the qualitative data analysis showed that the students basically had positive attitudes towards shad-based flipped learning and pointed out to the three constituents of the l2mss as a justification for their positive experience with the flipped classroom. the findings have implications for the use of technology-based flipped method in l2 classrooms.